Download pptx - Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 PBIS Team Initiated Problem Solving (TIPS) Day 1 and Tier 2 Readiness pbis.sccoe.org

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

PBISTeam Initiated Problem Solving (TIPS) Day 1

and Tier 2 Readiness

pbis.sccoe.org

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

Goals for Today

• Track Tier 1 implementation status• Address classroom systems support• Discuss Tier 2 readiness criteria and activities• Preview Tier 2 teaming and implementation

requirements


Materials• SCCOE PBIS Website –

http://pbis.sccoe.org• Resources

• Tier 2• Day 1

• Materials/Presentations

http://pbis.sccoe.org/


Working Agreements

Be Focused and Engaged• Participate in

discussions and activities

• Be an active listener

• Be present for the entire training

Support others by reducing distraction• Use electronics

responsibly• Limit side

conversations

Take care of your personal needs•Use restroom as needed•Take emergency texts/calls outside


School Wide PBIS Review1. Team Process

❑ PBIS Meetings❑ Link w/ Staff – buy-in

2. Developing School Rules3. Defining & Teaching

❑ expectations across settings❑ routines across settings

4. Acknowledgment system5. Responding to Misbehavior

❑ Decision Making using Office Discipline Referrals (SWIS)6. Handbook7. Plans for Fall PBS Kick Off – 1st week of school

❑ Training Staff on SW PBIS


Team ActivityQuestion Team Task Worksheet

Are ALL components to SWPBIS in place?

Review SW PBIS components with your team• In place • Not in place

Worksheet # 1HO#1 Tier 1 Checklist

How was our SWPBIS Kick Off?

Did it run smoothly? Are there things we should change or tweak?

Debrief about SW PBIS Kick Off• Positives• Challenges

Worksheet # 1

Did we complete our Team Implementation Checklist and the Self-Assessment Survey? What areas do we need support with? Do they align with what components are in place and not in place?

Complete and review results of the Team Implementation Checklist. Review results of a completed Self-Assessment Survey. If the Self-Assessment has not been taken schedule a time for the staff to complete this survey

www.pbisapps.org

http://www.pbisapps.org/


PBIS Handbook


Team Activity

Question Team Task Worksheet

What does or will your PBIS handbook look like?

• Refine or work on your PBIS Handbook

http://pbis.sccoe.org Year 1 Day 4 -PBIS Handbook Model-Wisdom Seekers ES Handbook-McNair MS Handbook -HS Handbook

http://pbis.sccoe.org/


Classroom Systems


Are We Ready for Tier Two?

• For Tier 2 supports to be most successful, basic components of Tier 1 should be in place

* Check Classrooms• Time must be dedicated

for Tier 2 to be implemented

• Support from staff and admin must be available

• Professional development must occur


Classroom Management is NOT discipline; they are not synonymous terms.

H. Wong & R. Wong


The Difference

Discipline• Discipline is all about

how students behave.

• Rules are used to control how student behave.

• Discipline plans have rules.

Classroom Management• Management deals with how students

do their work.• Procedures are used to ensure students

are productive and successful.• Classroom management plans have

procedures.


Are all classrooms implementing the elements of SW PBIS?

• Teaching rules & expectation• Using the school wide acknowledgment

systems to reward positive behavior• Clear consistent consequence system

– Tracking minor and major behavior


Staff Training


1. Maximize structure in your classroom. 2. Post, teach, review, monitor, and reinforce a small

number of positively stated expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to

acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to

inappropriate behavior.

Evidence Based Practices in Classroom Management

(Simonsen, Fairbanks, Briesch, Myers, & Sugai, accepted)


Develop Predictable Routines

• Teacher routines: volunteers, communications, movement, planning, grading, etc.

• Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.

Design environment to (a) elicit appropriate behavior and (b)

minimize crowding and distraction:

• Arrange furniture to allow easy traffic flow.

• Ensure adequate supervision of all areas.

• Designate staff & student areas.

• Seating arrangements (groups, carpet, etc.)

1. Maximize structure in your classroom.


Establish

Teach

Prompt Monitor

Evaluate

2. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.


Establish Behavioral Expectations/Rules Teach Rules in the Context of Routines

Prompt or Remind Students of Expected behavior

Monitor Student's Behavior in the Natural Context


Establish Procedures for Encouraging Rule Following

Establish Procedures for Responding to Rule Violations

Evaluate the effect of instruction

These are things you should do in any school environment!!!


• Maximizes Structure: Establishing behavior expectations

• Develops and teaches predictable routines

Mapping Rules and Expectations


Mapping Rules to Classroom Expectations & Routine


Mapping Rules to Classroom Expectations & Routines


Teach social like academic skills

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously


Expectations & behavioral skills are taught & recognized in natural context


3. Actively engage students in observable ways (10-18min attention spans).

● Provide high rates of opportunities to respond– Vary individual v. group responding– Increase participatory instruction (enthusiasm, laughter)

● Consider various observable ways to engage students– Written responses – Writing on individual white boards – Choral responding– Gestures– Other: ____________

● Link engagement with outcome objectives

Suggested Reading: Engaged 4 Learning, Dr. Ernie Mendes Ph.D.


Range of evidence based practices that promote active engagement

● Direct Instruction

● Computer Assisted Instruction

● Class-wide Peer Tutoring

● Guided notes

● Response Cards


• Specific and Contingent Praise

• Group Contingencies

• Behavior Contracts

• Token Economies

4. Establish a continuum of strategies to acknowledge appropriate behavior.


Reminder: Acknowledgment Systems• Purpose:

– To reinforce rules, behavioral expectations & positive behavior

– Promote a more positive school environment• School-wide 5:1 positive/negative interaction ratio• Regular school-wide celebration of positive behavior

– Increase positive interactions b/w staff & students

– Prompt busy adults to remember to reinforce positive behavior


Video

• https://www.youtube.com/watch?v=1tN1U0uu2e4

https://www.youtube.com/watch?v=1tN1U0uu2e4

https://www.youtube.com/watch?v=1tN1U0uu2e4


• Be specific with praise. Instead of “Good job”, say “I like the way you kept your hands and feet still during that presentation. Thank you for that.”

• Make the first contact positive with every student every day. Don’t start with a correction.

• The best way to increase the use of student acknowledgment systems is to link it to staff acknowledgment systems

Reminder: Acknowledgment Systems


5. Establish a continuum of strategies to respond to inappropriate behavior.

• Error Corrections

• Differential Reinforcement

• Planned ignoring

• Response Cost

• Time out from reinforcement


Only 2 Basic FunctionsMake sure staff understands the why….


• What if your principal discovered that you called in sick on Friday when you were really skiing at the local resort or going shopping. You might not object to the district refusing to pay you for Friday, but you'd sure consider it to be unfair if they took away Thursday's pay too. You earned it!

Response Cost: Thought to Ponder


7rPositive Behavior Support

Classroom Management:Self-Assessment Revised

Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai

Center on Positive Behavioral Interventions and SupportsUniversity of Connecticut

Version: May 15, 2006

Review



Would teaching staff benefit from training? What types of trainings could be provided? By who? When?

How can you use Classroom Management: Self-Assessments at your school?

Review the Classroom Management: Self Assessments with your teamDiscuss how these tools may be used and be helpful for teachersIdentify and schedule staff trainings

Worksheet # 1Handout #6


Tier 2 Readiness

Preparing for Tier 2 Training and Implementation


Building the Airplane While Flying It

Social and Behavioral Support for All Students


Systems, Data, Practices, Outcomes


What is a Tier 2 Intervention?

• An intervention (or set of interventions) known by all staff and available for students during the school day

• Interventions that provide additional student support in academic, organizational, and/or social support areas


Tier 2 Interventions(Hawken, Vincent, & Schumann, 2008).

• Assumes a Tier 1 School wide PBIS is in place• Involves a problem-solving focused behavior support team• Screening to identify a % of students non responsive to Tier 1• Readily available and easily accessible• Uses efficient, available evidence based practices• Includes data-based progress monitoring & decisions• Have an entry & exit criteria, with non-responders moving to Tier 3


Tier II: Targeted Group Interventions- Some Students

Check In Check OutCheck and Connect & Expect Social Skills GroupSmall Group Intervention

Executive Functioning Skill GroupsAcademic Support Groups


Establishing the Tier 2 Team

• May be an extension of the existing SW PBIS team

• May be a stand alone team, often these teams look at Tier 2 & 3* Such a team may already exist in your school -

SIT team, CARE team, MDT team


Potential Tier 2 Team Members

• Coach• Counselor/ Social Worker• Psychologist• Behaviorist • Teachers• Administrator• Other Para-professionals


Functions of The Tier 2 Team• ENTRY, EVALUATE, EXIT

• Determine & Oversee Referral Process• Review Students Referred & Data • Evaluate Outcomes and Make Decisions

– Ongoing Progress Monitoring– Fidelity of Tier 2/3 Implementation


Teams in a School

FBA TeamIntervention

Team “Progress

Monitoring”

Plans SW & Class-

wide supports

Monitors effectiveness and fidelity of

Tier 2/3 Interventions

(overall and for each student)

Conducts FBA, develops BIP

NOT a standing team

Sept. 1, 2009

UniversalSWPBIS

Team

Tier II/III Tier I Tier III

Could responsibilities of an existing team (TAT/SST/etc.) be

shifted?



Do we have an existing team that can serve as our Intervention team? Who can we recruit to be on this team?

Discuss if your school site currently has an existing team that can serve as our Intervention team. If not, discuss what would need to happen to create a Intervention team.

Worksheet # 1WS #2 Intervention Team Roster


Next Steps

• Address Tier 1 needs• Have staff complete the SAS• Schedule TFI (at least a month prior to day 3

training) • If TFI determines full implementation of Tier 1,

prepare for Tier 2 training– Identify Intervention Team


Questions?

Evaluations

Thank you!